Day 1: Speaking & Listening Reading: Literature, Informational

Text, Foundational Skills

Presented by: LaRae Blomquist, Dee Dee Ring, Erin Sipes & Kathy Wilson

Summer 2013

Kindergarten Task Force Team

Heather Wright, Julie Radke, Denise Nakamoto, Felicia Womack-Suine

Nuts and Bolts• Introductions/Name tags on index card• Identify a working partner at your table (A and

B partners)• Resources/handouts for reference• Question Board• Logistics for the day

Norms Be engaged! Collaborate with colleagues.

Commit to applying what we learn today.

Ask questions and take risks.

Exhibit professionalism.

Outcomes:

Participants will…• Understand the critical nature of Speaking

and Listening standards.• View Foundational Skills though a CCSS lens• Craft text dependent questions• Facilitate close reading practice

Transitioning to Common Core

Shifts in CCSS • Teaching Foundational Skills to Mastery• Foundational Skills and Reading Standards

taught simultaneously• Focus on Speaking and Listening• Strong connection between Reading and

Writing• Focus on Text-based Evidence• Focus on Academic Vocabulary and Language

Organization

Strand(formerly known as “domain”)

K-5 6-12

Reading – LiteratureReading – Informational TextReading – Foundational Skills

1-101-101-4

1-101-10NA

Writing 1-10 1-10

Speaking and Listening 1-6 1-6

Language 1-6 1-6

Domains/Strands

• Reading* – literature and informational text (K-5 also has six standards specific to foundational skills of reading.)

• Writing* – writing for various purposes and formats• Speaking/ Listening – speaking to comprehend,

collaborate, and present knowledge• Language – conventions/ grammar, word relationships,

and vocabulary (Note: this domain is intended to explicitly teach how things are written—the rhetoric of text.)(There is an emphasis on expository reading/writing.)

Table Talk What strategies are used in your classroom to

promote student collaboration/discussion? How often are they used?

Speaking and Listening Standards

Comprehension and Collaboration Standards 1-3

Presentation of Knowledge and Ideas Standards 4-6

Pg. 6

DIRECTIONS• Read through the standards progression handout

horizontally.• Once complete, read the document vertically• Note the use of common terminology and expectations

between S/L and Reading standards.

Examining the Standards Activity

Bridging the Old to the NewFormer ELD Domains

New ELD Modes of Communication

Common Core State Standards

Listening CollaborativeSpeaking Listening

Speaking and Listening

Speaking InterpretiveReadingListening

Writing

Reading ProductiveSpeaking Writing

Reading

Writing Language

Connection to ELD Standards

Children’s speaking and listening skills lead the way for their reading and writing skills, and together these language skills are the primary tools of the mind for all future learning. Roskos, Tabors, & Lenhart, 2005, p. v.

How do Speaking and Listening Standards connect to Structured Student Interaction?

Components of SSIWhat components of SSI are most absent in

the average classroom?

Key Elements of SSI Include:• Specific protocol or routine used for asking a

question or giving a direction

• Think time

• Conservative time limits

• A clear language expectation when sharing out (language frame)

• Random accountability

• Question/task that is developmentally appropriate

Possible Protocol:

1. L = Look at your partner.

2. L = Lean toward your partner.

3. L = Lower your voice.

4. L = Listen attentively.

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Use the 4 Ls:

K. Kinsella, 2012

Sharing OutPublic Voice Private VoiceLoud (not shouting) Quiet (not a whisper)

Slower Faster

Give students something specific to listen for…

Example frames: My answer is similar to ____’s. I agree with_______. I disagree with ______.

Possible Protocol:

Language Frame Resource

A Classroom Look

What elements of SSI are present in the video?

Structured Student Interaction: Sentence Frame

One element of SSI I observed in this video was_____.

The teacher could have refined her practice by including ________.

Structured Student Interaction

Quiet Reflection and Discussion: • How might the information

you just heard refine what you already do in your classroom to support structured student interaction?

• What new steps might you take?

• What ideas are you considering now?

“Big Ideas”Speaking/Listening Skills through SSI

Speaking and listening skills lead the way to reading and writing skills

SSI requires a set protocol/routine for students to follow when interacting with one another to check for understandingThe language frame supports students ability to use academic language in their responses

Reading-Foundational Skills

1. Print Concepts

2. Phonological Awareness

3. Phonics and Word Recognition

4. Fluency

Pg. 3

READING in CCSS - Activity

READING in CCSS - Activity

READING in CCSS - Activity

READING in CCSS –Activity

DIRECTIONS – In partners:

1.Examine the 4 color-blocked pages2.Physically arrange handouts from K-3rd

based on content and proportionate amount of time3.Be prepared to discuss rationale

( 3 minutes)

Discussion Questions:

How do the size and presence of the colored blocks graphically inform your understanding of Reading-Foundational Skills?

As you analyze the areas that decrease and in some cases drop off, what are the implications for you as a teacher?

What interventions are currently in place or need to be in place?

READING in CCSS – Activity

READING in CCSS – Activity

Discussion Questions:

After viewing the blocks for your grade level; how will you plan to use the instructional minutes?

Speaking/Listening boxes remain the same size; what is the significance for classroom instruction?

CCSS Reading Foundational Skills Activity

• Walking through foundational skills document• What do you notice?

Implications For EL Learners and Students with Disabilities

Print Concepts

• Follow words, left to right, top to bottom, pg. to pg.

• Sequence of letters represent spoken language

• Words separated by spaces

• Letter Recognition

• Big Books and More....Reading Texts

What Texts Can Be Used?• Big Books: commercial (OCR),

teacher-made, class made, informational or literature

• Teacher-made charts: poetry, songs, chants, instructions, and information

• Sentence strips in the pocket chart• Use of technology to project:

poetry, songs, excerpts

Choosing Appropriate Texts

• Students' interest and enjoyment• Content linked to classroom

learning• Worthy of rereading• Students' instructional needs• Layout of the text

Purposes for Sharing the Text Whole Group

• Provides appropriate learning experiences in content, concepts, and skills for all students

• Builds on previous experiences in reading• Provides the opportunity to model fluent and

expressive reading • Provides an opportunity for ALL participants to

see and attend to large text• Prepares students for independent

reading of text

Benefits of Whole Group Reading • Enjoyable- students who are engaged in meaningful

content are behaving like readers, feeling success, are attending to the task and learning

• Efficient- teaching points are quickly presented to the whole group

• Effective- student become independent readers with the support of whole class reading

• Explicit- teaching points are made during a group reading lesson and revisited as students use the text as a resource for learning

“Big Ideas”

Targeted intervention (WIN and WORKSHOP)

Teaching to mastery is critical at this stage.

“Big Ideas”

Simultaneous explicit instruction for both foundational skills AND comprehension

Benefits of whole group reading instruction.

Phonemic Awareness

The basic purpose for providing structured practice in phonemic awareness is to help the students hear and understand the sounds from which words are made…….

(Open Court Appendix II)

Phonemic Awareness • “Children who fall behind in first grade reading have a one in

eight chance of ever catching up to grade level.” (Juel, 1994)

• “Phoneme awareness is the single best predictor of reading success between kindergarten and second grade.” (Adams, Stanovich, 1995)

• “Phonemic awareness is more highly related to learning to read than are tests of general intelligence, reading readiness, and listening comprehension.” (Stanovich, 1993)

Phonological AwarenessDevelopment Continuum

Rhyming (recognition and production) Count, pronounce, blend, and segment

syllables into spoken words Blend and segment onsets and rimes of

syllables in spoken words Blend two to three phonemes into

recognizable words Isolate initial, medial, and final vowel sounds Substitution

Details MatterConsider (when facing students):1. Which hand should signal the beginning sound?2. Which hand should signal the ending sound?3. Do you pause between phonemes so that students

have an opportunity to put them together themselves?

4. Are you purposeful when you answer with the students and when you let them answer on their own? Do you have a signal for students to know when to respond?

5. Which hand should Leo the puppet be on, when…?6. Do students have an assigned seat on the carpet?7. Can you see all of your students’ mouths?

Phoneme Level Deletion & Substitution Examples

Deletion• Say cat. Now say

cat without the /c/.

• Say fan. Now say fan without the /n/.

Substitution• Say cat. Change the first

sound in cat to /s/. What’s the new word?

• Say fan. Change the /n/ to /t/. What’s the new word?

• Say sick. Change the /i/ to /o/. What’s the new word?

Segmentation• Critical skill to support writing and spelling.• Reciprocal process for blending• Hand movement to assist students.

Pop fingersTouch faceTouch armElkonin boxes

Monitor carefully

Additional Practice Labels

Resource Booklet for Additional Practice

Implications for EL Learners and Students with Disabilities

For English Language Learners:• Provide instruction in sounds not present in

students’ primary language(See Language Transfers Handout)• Provide extended and meaningful

opportunities for additional practice of PA skills

• Use nonsense words only as necessary and clearly state they are nonsense words

For Students with Disabilities

• Provide opportunities for students to practice through multiple modalities

• Provide multiple opportunities to practice• Use manipulatives and kinesthetic activities to

engage students and support learning• Pre-teach—prevention is more successful than

intervention

Phonics and Word Recognition

Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text.

a) Consonant letter soundsb) Long and short vowel soundsc) Read High-frequency wordsd) Identify the difference between two similarly

spelled words.

Review of Sound Spelling CardsProgram Appendix pages 15 and 16

Terminology: Name of the Card Sound

One Early Literacy CCSS Shift• Simultaneous work of learning to read AND

reading to make meaning

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Reading Pre-DecodablesTeach High-frequency words from

day one (sight words)MASTERY LEARNING-Not just one skill at a time, but working towards mastery on many skills simultaneously.For example: Learning letters and learning high-frequency words at the same time.

Revised High-Frequency Word List

High Frequency Word Activities

These and more resources will be available on the CCSS website -- kindergarten page. Thank you Denise, Heather, Felicia, and Julie!

How Much Practice is Needed?

Type of Learner Number of Repetitions

Most Able 1 or 2

Average 4 to 14

Less Able 20 plus

Source: National Reading First Conference (2006)

Table Talk

Pre-Decodables: How do you keep track?Progress monitor?Introduce?Practice?

“Big Ideas”

Simultaneous explicit instruction for both foundational skills AND comprehension.

Reading-Foundational Skills are taught to mastery.

Refining practices will result in less need for intervention.

LUNCH

Reading Standards: 4 Distinctive Categories

Key Ideas and DetailsStandards 1-3

Craft and StructureStandards 4-6

Integration of Knowledge and IdeasStandards 7-9

Range of Reading and Level of Text ComplexityStandard 10

Pages 1 and 2

“WHAT” is said

“HOW” it is said

Compare texts

Activity: Side-by-Side Comparison

“Owning” the Standards#1-#3 = Key Ideas and Details

“Owning” the Standards#4-#6= Craft and Structure

“Owning” the Standards#7-#9= Integration of Knowledge and Ideas

“Owning” the Standards#10= Range of Reading/Text Complexity

Text-Dependent Nature of Reading Standards

Drilling Down to Understand “Text Dependent Questions” (TDQs)

Text Dependent Questi

ons

Debrief – Table Partners

Please choose a language frame:

• Two things that I learned about text dependent questions are_______ and _______.

• One thing that I learned about text dependent questions is _________, but I still have a question about ________.

Text-dependent Questions• Answered through close

reading• Evidence comes from

text, not information from outside sources

• Understanding beyond basic facts…Not recall!

• 3 general types: central idea, vocabulary, and syntax/structure

Resource for Writing TDQs

Standards Alignment Guide

Objectives—task analysis

Sample TDQsWhich standard do I choose?

Applying Knowledge of TDQs

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Applying Knowledge of TDQs“I Do”

#1 With prompting and support, ask and answer questions about key details in a text.

• How does Henry feel about kindergarten in the beginning of the story? What words or pictures tell you that?

• What were some supplies that Henry packed to take to his first day of kindergarten? How do you know?

• What color is Henry’s Mom’s shirt?

Applying Knowledge of TDQs“We Do Together”

#2 With prompting and support, retell familiar stories, including key details.

• What are two things that Henry has fun doing at school on his first day? How do you know?

Using TDQs with Close Reading

What is Close Reading?“Close reading means reading to uncover layers

of meaning that lead to deep comprehension.”-Nancy Boyles, Southern Connecticut State University

Note: Close reading is not a technique or a strategy, but rather an outcome. One uses various techniques in order to closely read.

Rereading – Peel Back the Layers of Standards

Discussing the Text

Discussion should allow students to engage in purposeful talk. Using Structured Student Interaction, teachers can use a language frame to guide student responses. Close reading is done whole group.

First Read

• The objective : get the gist (central ideas/key details)

• The first read is usually done independently to give students an opportunity to grapple with the text –this differs for kindergarten!

• After students have a context and “big picture” start layering targeted TDQs.

Think of Close Reading as “layers” of standard-specific questions.

1st Read:

2nd Read:

3rd Read:

Look Out Kindergarten…

Compare the sets of questions. What is the main difference?

Applying What We Learned – Close Reading (“I Do”)

Common Core Standards for Reading and Responding (Red Section) OCR

Applying Knowledge of TDQs“You Do Together”

• Using the Selected Standards for each unit selection along with the Standards Alignment Guide, spend the remaining time crafting text-dependent questions for Unit 1.

Share Out

WHIP AROUND

“Big Ideas”Text Dependent Questions

Questions that require an examination of the text

Questions that require the reader to use evidence to support their ideas

Questions that move from text-explicit to text-implicit knowledge

“Big Ideas”Close Reading

Critically reading short passages of challenging text with a clear focus

Students have an opportunity to answer text-dependent questions to gain a deeper understanding.Close reading is an outcome, not a strategy .

Day 2 CCSS ELA Training - Writing

Calendar Date

Year-Round July 15 and 16th

Modified Traditional August 12th

Traditional August 13th

Evaluations

“Hey, these look different than the usual forms!”Please provide CPL with your honest feedback. Information gathered will guide the future CCSS professional

learning offerings.